The developmentally responsive middle school will have curricular, instructional, and environmental practices that are specifically designed for young adolescence. Middle school students are different from the younger elementary and older high school students in many ways and therefore the curriculum should reflect the young nature and needs of young adolescents (Bucher and Manning, 2010, pg. 9). The school's teachers, administrators, and staff will have professional preparation and education regarding teaching 10 to 15 year old's and will "choose" to work with this population (NMSA, 2010. pg. 15). The school is presented to all students as a community of learning "where close trusting relationships with adults and peers create a climate for personal growth and cognitive development" (Bucher and Manning, 2010, pg 9). Diversity in physical, psychosocial and cognitive development will be considered and adapted for when implementing the curriculum. Difference in culture, gender, and sexual orientation will be acknowledged and celebrated as well (Bucher and Manning, 2010, pg.9) The school will have "functioning strategies to reengage families in the education of young adolescents (Bucher and Manning, 2012, pg. 9). This ideal of developmentally responsive education collaborates nicely with Facilitating Learning,the fourth of five standards of professional teaching put forth by the the North Carolina Professional Teaching Standards Commission. The standard calls for teachers to "make the the curriculum responsive to cultural diversity and to individual learning needs" (NC Standards, 2008).
In order to be classified as developmentally responsive, a middle school also must be of the philosophy and practice of focusing on the education and overall well being of the students.
A developmentally responsive middle school will be recognized by its use of a wide range of instructional strategies in response to the variety of learning needs in its classrooms. Instructional strategies will include (but are not limited to) simulations, experiments, community based learning, and cooperative learning. This learning takes the form of continuous progress for each individual so that each learner may progress at a preferred pace and in a preferred learning style (Bucher and Manning, 2012, pg. 9). The progress is presented and evaluated on a scale that emphasizes individual growth of the student, not as a comparison to their peers performance. Exploratory programs are also valued very highly by a developmentally responsive middle school and its curriculum allows for students to expand and develop individual interests (Bucher and Manning, 2012, pg. 9). Classes such as band, art, and chorus as well as other mini-courses and clubs are offered for students to explore their talents and discover their passions.
Media Center has a philosophy of being "an extension" of the classroom where information in "various formats" is presented to the school community in order to provide an "environment for both students and staff to become life-long learners" (Cedar Grove Middle School, 2009-2012).
Exploratory Lab is on site. Classes such as Band, Art and chorus are offered. (Cedar Grove Middle School, 2009-2012).
School beliefs include emotionally and physically healthy choices as well as, celebrating differences (Cedar Grioe Middle School, 2009-2012)
SIP calls for and increase parent involvement and “buy-in” as measured through the Title I survey and our response rate to school contact attempts
In order to be classified as developmentally responsive, a middle school also must be of the philosophy and practice of focusing on the education and overall well being of the students.
A developmentally responsive middle school will be recognized by its use of a wide range of instructional strategies in response to the variety of learning needs in its classrooms. Instructional strategies will include (but are not limited to) simulations, experiments, community based learning, and cooperative learning. This learning takes the form of continuous progress for each individual so that each learner may progress at a preferred pace and in a preferred learning style (Bucher and Manning, 2012, pg. 9). The progress is presented and evaluated on a scale that emphasizes individual growth of the student, not as a comparison to their peers performance. Exploratory programs are also valued very highly by a developmentally responsive middle school and its curriculum allows for students to expand and develop individual interests (Bucher and Manning, 2012, pg. 9). Classes such as band, art, and chorus as well as other mini-courses and clubs are offered for students to explore their talents and discover their passions.